Our Impact

US PREP is continuously harnessing the power of outcome data to gain deeper insights into the impact of its transformative initiatives. This journey of discovery delves into the measurable outcomes and tangible results of educator preparation transformation. Through meticulous data analysis, US PREP is uncovering valuable patterns and trends that shed light on the effectiveness of its model. These insights extend beyond mere statistics; they illuminate the real-world consequences of educator preparation programs, illustrating their influence on teacher readiness and, by extension, student achievement. As US PREP continues to scrutinize outcome data, it gains a clearer understanding of what works and what needs refinement, enabling a more informed and targeted approach to enhancing educator preparation programs nationwide. Evidence of US PREP's effectiveness is rooted in both quantitative and qualitative data that showcase the positive impact of its innovative educator preparation model. 

A recent study conducted by Dr. Jessica Gottlieb and Dr. Jacob Kirksey (2022) at Texas Tech University shows teachers prepared through the US PREP transformed model produce positive student achievement outcomes in reading and math for historically marginalized students, including English learners, students eligible for free or reduced-price lunch; Black, Indigenous, and People of Color; and students with disabilities. The core findings of the study demonstrate that PK-12 students who were taught by candidates prepared in the residency model...

• Exhibited stronger math performance compared to PK-12 students with teachers from other pathways.
• Demonstrated stronger reading scores compared to other students, and this was the only statistically significant difference in reading achievement by preparation pathway.
  Teacher candidates prepared in the residency model
• Had larger differences in their students’ achievement compared to other pathways in years 2 and 3. This indicates that candidates in the Transformed Model are not only becoming more effective over time but are improving student outcomes at a much quicker rate compared to teachers in other program types and pathways.

Teacher attrition is costly to districts and schools and adversely impacts student achievement. Therefore, as part of a broader study on technical assistance and residency experiences, the Education Policy Initiative at Carolina (EPIC) assessed retention outcomes for beginning teachers who had completed a yearlong residency in Texas. These analyses focused on four cohorts of first-year teachers in Texas public schools–in the 2016-17 through 2019-20 years–and estimated the likelihood that these beginning teachers would return for a third year of teaching (1) in any Texas public school; (2) in the same school district in which they were initially hired; and (3) at the same school in which they were initially hired. In these analyses, EPIC compared the retention outcomes of beginning teachers who had completed a yearlong residency with the retention outcomes of beginning teachers who had completed a traditional or alternative entry program.

Results from these analyses show that beginning teachers who completed a yearlong residency are significantly more likely to stay for a third year of teaching in Texas, in their initial hire district, and at their initial hire school.

• Those who completed a yearlong residency were 7 percentage points more likely than teachers prepared in a traditional preparation program (92.2% vs 85.0%) and nearly 11 percentage points more likely than teachers prepared in an alternative certification program (92.2% vs 81.5%) to return for a 3rd year of teaching in Texas public schools.
• Those who completed a yearlong residency were 7 percentage points more likely than teachers in a traditional preparation program (65.2% vs 57.9%) and nearly 13 percentage points more likely than teachers prepared in an alternative certification program (65.2% vs 52.6%) to return for a 3rd year of teaching in their initial hire school.

Higher attrition rates create more teacher vacancies than should be expected, and in turn, fuels the need for more teachers prepared via fast-track alternative certification programs. EPIC found that if beginning teachers who completed a traditional or alternative entry program had the same retention rates as those who completed a yearlong residency, Texas would have needed 8,000 fewer ‘first-year teachers’ over this four-year period. Applying research on a national average cost of attrition ($20,000 per new district hire), an investment in the residency model would save Texas’ schools over $40 million in hiring and induction costs each year. These savings compound over time, as does the increase in Pk- 12 student achievement results.

Recently, Education Policy Initiative at Carolina (EPIC) published findings from a longitudinal analysis of teacher candidate and mentor teacher perceptions of their experiences with the residency. Survey analyses revealed that Teacher candidates trained in the residency model compared to those in the traditional model are:

• Nearly 15 percentage points more likely to “strongly agree” that they were well prepared to teach.
• 6.3 percentage points more likely to “strongly agree” that their educator preparation programs has a shared vision.
• Mentor teachers supervising a candidate in the transformed model are 18 percentage points more likely to strongly agree that the educator preparation programs has a shared vision for effective instruction.

In addition to teacher candidates and mentor teachers, EPIC has also distributed and analyzed surveys given to teacher educators (e.g. field supervisors, faculty, etc.) from educator preparation programs. For this analysis, EPIC compared perceptions of teacher educators of candidates completing a teacher residency and teacher educators of candidates completing traditional clinical experiences. Findings demonstrated that relative to teacher educators of traditional clinical models, teacher educators of residency models are:

• 23 percentage points more likely to conduct walkthroughs during student teaching and share those data with their candidates,
• 27 percentage points more likely to provide PD for teacher candidates,
• 29 percentage points more likely to participate in mentor teacher training, and
• 23 percentage points more likely to hold governance meetings with K-12 district partners

In conclusion, the examination of outcome data has revealed more than just numbers and statistics; it has provided a clear view of the tangible impact resulting from educator preparation transformation. The data we've analyzed serves as a testament to the potential of the US PREP model to revolutionize teacher preparation. Over time, this network is poised to become an even more invaluable resource, with US PREP staff continually refining their support mechanisms, and established cohorts of university partners and their districts growing in their capacity to guide new institutions on the transformative path. The bonds forged within this network are steadily strengthening, as collaboration and relationships blossom at convenings and through informal connections. This burgeoning network, growing both in size and influence, has already begun to shape policy decisions within the realm of educator preparation. These connections may indeed be the key to enduring transformation. By nurturing relationships among like-minded educator preparation programs and providing the tools for mutual support, the universities within the US PREP coalition are driving significant change, ensuring that a greater number of our nation's educators are genuinely prepared for the demands of today's classrooms and schools. Through our collective efforts and shared insights, we aspire to illuminate innovative pathways toward enhancing the quality of education for students across the nation.